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DEOMI
366 Tuskegee Airman Drive
Patrick AFB, FL. 32925
*Level of
Learning
MEASURE
TIME
5 Min
INTRODUCTION
MP-I: EOTI
DEFINITIONS/ELEMENTS
CRT
25 Min
CRT
20 Min
CRT
5 Min
MP-II: EOTI
CLARIFICATION PROCESS
(STS: 24.4.1, 24.4.2, 24.4.3, 24.4.4,
24.4.5, 24.4.6)
5 Min
CONCLUSION
1 Hr
TOTAL TIME:
* Breaks are subject to change and flow with classroom dynamics.
* Level of Learning = Knowledge (K); Comprehension (C); Application (A)
MOTIVATION:
TRANSITION:
BODY
MP-I EOTI
DEFINITION/ELEMENTS
LEVEL: K
MEAS: CRT
TIME:
25 Min
INSTRUCTIONAL GUIDANCE:
(Slide #3)
A. Definition:
EOTIs are distinctly different than unlawful discrimination or sexual harassment
complaints and therefore have different processing procedures.
Instructor Note: Stress that for a complaint, there must be an actual complainant
providing allegation(s) the EO office will clarify to determine guilt i.e.
substantiate/unsubstantiated. In 99% of cases, an EOTI will not have a complainant. The
EO office is only determining if the incident violates EO policy.
An EOTI is an overt, adverse act, occurring on or off base, directed toward an individual,
group or institution which is motivated by, or has overtones based on race, color, national
origin, religion or sex which has the potential to have a negative impact on the
installation human relations climate. An EOTI may include subjects other than military
members, retirees, or family members.
a. Incidents motivated by race, color, national origin, religion or sex are those in
which the race, color, national origin, religion, or sex of those involved is
perceived to have been a primary factor in its occurrence.
b. Incidents with overtones occur when race, color, national origin, religion or
sex of those involved is perceived to have been a contributing factor in the
occurrence or severity of the incident.
(Slide #4)
B. Elements:
Incidents may include, but are not limited to, the following elements:
a. The use of a slur(s) based on race, color, national origin, religion or sex
(resulting in a physical/verbal altercation)
b. Vandalism/degrading graffiti
c. Hate group activity
d. Use and/or posting of discriminatory epithets, signs or symbols.
e. Sex offenses and other crimes are not EOTIs merely because the
individuals are of different sexes, races, etc. The EO office must not
report sexual offenses, to include sexual assaults, indecent exposure,
obscene telephone calls, rape, child abuse, molestation or incest, as
EOTIs. The EO office will immediately report sexual offenses and other
C. EOTI Classifications
EOTIs are classified as either a minor, serious or major incident based on the following
criteria:
a. Minor - incidents include any of the following: Less than 10 active
participants, assault, an act resulting in minor physical injury requiring no
medical inpatient treatment or property damages of less than $1,000.
b. Serious - incidents include any of the following: 10 to 20 active participants,
assault, an act resulting in physical injuries requiring medical inpatient
treatment of less than 5 days or property damages of $1,000 to $10,000.
c. Major - incidents include any of the following: more than 20 active
participants; an act that results in a death; arson; property damages in excess
of $10,000; an act resulting in physical injuries requiring medical inpatient
treatment for more than 5 days; or the activities of groups supporting
supremacist causes, advocating unlawful discrimination, or otherwise
advocating the use or threat of force or violence to deprive individuals of their
civil rights when such activities constitute an immediate danger to the loyalty,
good order and discipline or morale of Air Force personnel.
The EO office will use the most severe qualifying factor to determine the classification of
an incident.
(Slide #9)
QUESTION: What if an incident occurs involving three active participants and resulted
in death? The EOTI would be classified as major due to the death.
QUESTION: What if a local group of the KKK conducts a peaceful rally at the county
court house? This would be classified as minor because there is no immediate danger to
the loyalty, good order and discipline or morale of Air Force personnel. If the KKK
group did the rally outside the front gate of the base, then it could be considered a major
incident.
QUESTION: What if two participants were caught vandalizing a base park with racist
graffiti causing $1500 in damages? This would be classified as a serious incident due to
the amount of property damages.
(Slide #10)
EXAMPLE 1:
On-base privatized housing a TSgt awakens to find the word Nigger spray painted on
his garage door. The TSgt also noticed damage to his vehicle where the perpetrator
attempted to ignite a flare in the vehicle floor board. The cost of repairs was
approximately $1000 for the garage door and vehicle. There was no other information
provided.
This would be classified as a minor EOTI.
EXAMPLE 2:
Dining Facility - A Black A1C and a White A1C get into verbal argument in the DFAC.
When they form up outside to return to class, the verbal altercation continues. The Black
A1C states, You are such a Cracker, I hate your guts. The White A1C then punched
the Black A1C in the face causing a small laceration under is right eye. There was no
overnight stay required at the MDG.
This would be classified as a minor EOTI.
Transition:
MP-II EOTI CLARIFICAITON
PROCESS
LEVEL: K
MEAS: CRT
TIME:
20 Min
A. EOTI Notification
a. Review of Security Forces Blotters, which is often your main source of EOTI
data.
b. SFS Phone Notification
c. OSI
d. Hospital
e. Review of Services/Club Logs
f. Command Post
g. Notification from unit
h. Individual
i. Local News/PA
(Slide #12)
D. Clarification Process
a. Identify and interview potential witnesses. The interview process will follow
the same general instructions/patterns as those conducted during a Formal
Complaint.
b. Utilize SFS or off-base law enforcement reports/investigations.
c. Coordinate with other agencies as needed.
d. Determine facts and causes.
e. Analyze evidence.
f. Assess the impact on the installation/community.
Although EO is not determining a preponderance of evidence when processing an EOTI,
evidence is still "weighted" during the EOTI process.
(Slide #16)
g. Write EOTI clarification report sample report is located on AF EO CoP.
Determine classification and impact on HR climate. Ensure clarification
report includes corrective action, if any.
h. Coordinate clarification report with legal for sufficiency review.
i. Send clarification report and legal review to installation/center CC for final
approval of classification of the EOTI.
Transition:
MP-III CLOSING THE EOTI
LEVEL: K
MEAS: CRT
INSTRUCTIONAL GUIDANCE:
(Slide #17)
A. Final message
Send final message to MAJCOM EO Strategic Advisor, AFPC/EO, and AF/A1Q.
B. Complete EONet
Annotate EOTI in EONet. Ensure case synopsis is detailed and specific.
TIME:
5 Min
CONCLUSION
Summary: (Slide #18)
Re-motivation:
Closure:
10
1.
2.
3.
4.
5.
6.
7.
Handouts
Homework
Reading Assignments
Supporting Documents
Instructional Aids (Slides, PowerPoint, video, etc.)
Class Text
Copyright letters and Copyright Matrix
11
Grade
Race
His/Lat
Sex
Unit
A. Subj1/Mil
FSS
B. Subj2/Mil
LRS
C. Subj3/Mil
LRS
A1C
Black
No
377
A1C
White
No
377
SrA
Black
No
377
6. Narrative: On 3 Mar 10, the EO office was notified by SFS personnel of an altercation
that occurred at the base enlisted club on 2 Mar 10. According to witness statements,
Subj1 and Subj2 were playing a game of pool when they got into a verbal argument.
According to Subj1, Subj2 called him a Black Thug that needed to go back to the
ghetto. Subj1 then hit Subj2 in the face causing a small laceration on his cheek. During
the altercation, one chair was broken as the two members were fighting. Subj3 was
subsequently able to separate the members before SFS members arrived on the scene.
Both members were taken into custody and later released to their respective First
Sergeants.
7. Primary Cause: Use of disparaging terms
8. Secondary Cause: Alcohol
9. Primary Reaction: Assault
12
13
Overview
EOTI Definition/Elements
EOTI Clarification Process
Closing the EOTI
Definition
EOTIs are distinctly different than unlawful
discrimination or sexual harassment complaints and
therefore have different processing procedures
An EOTI is an overt, adverse act, occurring on or off
base
Directed toward an individual, group of institution
which is motivated by, or has overtones based on race,
color, national origin, religion or sex
May include subjects other than military members,
retirees, or family members
EOTI Classification
EOTIs are classified as either, minor, serious or major based on
the following:
- MINOR:
Less than 10 active participants
Assault
Minor physical injury requiring no medical inpatient treatment
Property damages of less than $1,000
EOTI Classification
- SERIOUS
10 to 20 active participants
Assault
Physical injury requiring medical inpatient treatment less than
5 days
Property damages between $1,000 to $ 10,000
EOTI Classification
- MAJOR
More than 20 active participants
Acts that result in a death
Arson
Physical injury requiring medical inpatient treatment more than
5 days
Property damages exceeding $ 10,000
Supremacist group activity when activities constitute
immediate danger to loyalty, good order/discipline or morale
EOTI Classification
The EO office will use the most severe qualifying factor to
determine the classification of the incident
What if an incident occurs involving three active participants
and results in a death?
What if a local group of the KKK conducts a peaceful rally at
the county court house?
What if two participants were caught vandalizing a base park
with racist graffiti causing $1500 in damages?
Sum m ary
EOTI Definition/Elements
EOTI Clarification Process
Closing the EOTI
DEOMI
366 Tuskegee Airmen Dr.
Patrick AFB, FL 32925
EOAC - 3150
EXTREMISM
Extremism
January 2013
LESSON EMPHASIS
This lesson will focus on awareness and current issues requiring the attention of future Equal
Opportunity Advisors. It will also provide information that describes sources of extremism
information, definitions, recruitment of DoD personnel, common themes in extremist ideologies,
common characteristics of extremist organizations, DoD policies, and command functions
regarding extremist activities.
RECOMMENDED READING
Seven Stage Hate Model, FBI Law Enforcement Bulletin March
OPTIONAL READING
Secretary of the Armys Task Force on Extremist Activities Reports
Threat of Extremist Groups in The Military
Timothy McVeigh
WSCA Map of Hate Groups
The following references are additional sources for current extremism information:
REFERENCES
1. The American heritage dictionary of the English language (4th ed.). (2006). Boston:
Houghton Mifflin Company.
2. Atkins, S. E. (2002). Encyclopedia of modern American extremists and extremist groups.
Westport, CT: Greenwood Press.
3. George, J., & Wilcox, L. (1992). Nazis, communists, Klansmen, and others on the fringe:
Political extremism in America. Buffalo, NY: Prometheus Books.
4. Halle, L. J. (1972). The ideological imagination. Chicago, IL: Quadrangle Books.
5. Hate group numbers up by 54% since 2000. (Feb. 2009). Southern Poverty Law Center.
Retrieved from http://www.splcenter.org/news/item.jsp?aid=366#
6. Hate on display: A visual database of extremist symbols, logos, and tattoos. (n.d.). Retrieved
from http://www.adl.org/hate_symbols/default.asp
7. Mulloy, D. J. (2004). American extremism: History, politics and the militia movement. New
York, NY: Routledge.
8. U.S. Department of Defense. (2009). Guidelines for handling dissident and protest activities
among members of the Armed Forces (DoD Directive 1325.6). Retrieved from http://handle
.dtic.mil/100.2/ADA320448
Extremism
January 2013
LESSON SYLLABUS
Sample Behaviors
A.
B.
C.
D.
E.
Level of
Learning
K
K
K
K
Performance
Measure
CRT
CRT
CRT
CRT
Extremism
January 2013
STUDENT GUIDE
INTRODUCTION
As an EOA, it is important to understand and recognize extremism. While extremist groups may
seek to join the military and to recruit military members to their causes, military members must
reject participation in organizations that promote supremacist causes. Knowing about extremist
groups will help an EOA combat extremism in the military.
The following topics will be covered in this lesson:
A. Definitions
1. Introduction
All nations have an ideology, something in which they believe. When a political
ideology falls outside the norms of a society, it is known as extremism. When
extremists take their ideology to the next level and believe that it is the only right
ideology to follow, it becomes supremism.
2. Ideology A set of political beliefs about the nature of people and society; an organized
collection of ideas about the best and most appropriate way to live.
3. Extremism A term used to describe the actions or ideologies of individuals or groups
who take a political idea to its limits, regardless of unfortunate repercussions, and show
intolerance toward all views other than their own.
4. Extremist A person who advocates the use of force or violence; advocates supremacist
causes based on race, ethnicity, religion, gender, or national origin; or otherwise engages
to illegally deprive individuals or groups of their civil rights.
5. Supremism The belief that a particular race, religion, gender, species, belief system, or
culture is superior to others and entitles those who identify with it to dominate, control, or
rule those who do not. A person who believes that a certain group is or should be
supreme is a supremacist.
Extremism
January 2013
6. Prohibited Activities
a. Individuals who hold extremist views are in conflict with the standards expected of
all military members, and participation in extremism is inconsistent with the duties of
military service.
b. According to DoD Directive 1325.6, military members are prohibited from any of the
following activities:
c. Active participation in any of the activities listed below with regard to extremist
organizations is incompatible with military service and is, therefore, prohibited.
This includes:
As shown so far, the extremist groups are closely related to hate groups.
Understanding the stages of how hate groups develop can help you, as an EOA, watch
for the behaviors that may indicate a hate or extremist group within the military.
2. Hate Stages
a. Schaffer and Navarro have identified seven stages that hate groups go through. If
unimpeded, haters will pass through these seven successive stages without skipping a
stage.
Extremism
January 2013
b. In the first four stages, haters vocalize their beliefs. In the last three stages, haters act
on their beliefs. As an EOA, being able to assess the stage of hate a person expresses
can help you determine the best intervention strategy required to deter the
development from continuing.
3. Stage 1: Grouping Irrational haters seldom hate alone. They feel compelled, almost
driven, to entreat others to hate as they do. Peer validation bolsters a sense of self-worth
and, at the same time, prevents introspection, which reveals personal insecurities.
Further, individuals who are otherwise ineffective become empowered when they join
groups, which also provide anonymity and diminished accountability.
4. Stage 2: Defining Hate groups form identities through symbols, rituals, and
mythologies, which enhance the members status and, at the same time, degrade the
object of their hate. For example, skinhead groups may adopt the swastika, the iron
cross, the Confederate flag, and other supremacist symbols. Group-specific symbols or
clothing often differentiate hate groups. Group rituals, such as hand signals and secret
greetings, further fortify members. Hate groups, especially skinhead groups, usually
incorporate some form of self-sacrifice, which allows haters to willingly jeopardize their
well-being for the greater good of the cause. Giving ones life to a cause provides the
ultimate sense of value and worth to life. Skinheads often see themselves as soldiers in a
race war.
5. Stage 3: Disparaging Hate is the glue that binds haters to one another and to a
common cause. By verbally debasing the object of their hate, haters enhance their selfimage, as well as their group status. In skinhead groups, racist song lyrics and hate
literature provide an environment where hate flourishes. In fact, researchers have found
that the life span of aggressive impulses increases with ideation. In other words, the
more often a person thinks about aggression, the greater the chance for aggressive
behavior to occur. Thus, after constant verbal denigration, haters progress to the next,
more openly hostile and bitter, stage.
6. Stage 4: Taunting Hate, by its nature, changes incrementally. Time cools the fire of
hate, thus forcing the hater to look inward. To avoid introspection, haters use everincreasing degrees of rhetoric and violence to maintain high levels of agitation. Taunts
and offensive gestures serve this purpose. In this stage, skinheads typically shout racial
slurs from moving cars or from afar. Nazi salutes and other hand signals often
accompany racial epithets. Racist graffiti also begins to appear in areas where skinheads
loiter. Most skinhead groups claim turf proximate to the neighborhoods in which they
live. One study indicated that a majority of hate crimes occur when the hate target
migrates through the hate groups turf.
7. Stage 5: Attacking without weapons This stage is critical because it differentiates
vocally abusive haters from physically abusive ones. In this stage, hate groups become
more aggressive, prowling their turf seeking vulnerable targets. Violence coalesces hate
groups and further isolates them from mainstream society. Skinheads, almost without
exception, attack in groups and target single victims. Research by the Southern Poverty
Extremism
January 2013
Law Center, the FBI, and the Anti-Defamation League has shown that bias crimes are
twice as likely to cause injury and four times as likely to result in hospitalization as
compared to non-bias crimes. In addition to physical violence, the element of thrill
seeking is introduced in Stage 5. The adrenaline high intoxicates the attackers. The
initial adrenaline surge lasts for several minutes; however, the effects of adrenaline keep
the body in a state of heightened alert for up to several days. Each successive angerprovoking thought or action builds on residual adrenaline and triggers a more violent
response than the one that originally initiated the sequence. Anger builds on anger. The
adrenaline high combined with hate becomes a deadly combination. Hardcore skinheads
keep themselves at a level where the slightest provocation triggers aggression.
8. Stage 6: Attacking with weapons Some attackers use firearms to commit hate crimes,
but skinheads prefer weapons such as broken bottles, baseball bats, blunt objects,
screwdrivers, and belt buckles. These types of weapons require the attacker to be close to
the victim, which further demonstrates the depth of personal anger. Attackers can
discharge firearms at a distance, thus precluding personal contact. Close-in onslaughts
require the assailants to see their victim eye-to-eye and to become bloodied during the
assault. Hands-on violence allows skinheads to express their hate in a way a gun cannot.
Personal contact empowers and fulfills a deep-seated need to have dominance over
others.
9. Stage 7: Destroying The ultimate goal of haters is to destroy the object of their hate.
Mastery over life and death imbues the hater with godlike power and omnipotence,
which, in turn, facilitate further acts of violence. With this power comes a great sense of
self-worth and value, the very qualities haters lack. However, in reality, hate physically
and psychologically destroys both the hater and the hated.
Hate Groups and Hate Symbols
1. Introduction
While many extremist groups advocate violence, some extremists avoid violence at
all costs. So, one cannot say that the terms extremist and hate is synonymous.
However, while not all extremist groups are hate groups, all hate groups are extremist
groups.
According to the Southern Poverty Law Center (SPLC), there were 932 hate groups
active in the United States in 2009. Many of these groups follow the same ideologies,
but do not necessarily work together or cooperate with each other. Extremists tend to
be confrontational, so fights within a group are not uncommon. After an argument,
dissidents may form another competing group or organization, or join a different one.
As an EOA, it is impossible for you to be knowledgeable about each and every group.
You can, however, familiarize yourself with the common extremist beliefs. Here are
a few of these groups.
Extremism
January 2013
NOTE: The descriptions that follow are provided by the Southern Poverty Law Center and are
given as generalizations only and may not apply to every group.
2. Neo-Confederate Primarily celebrate Southern culture and the Civil War; some
factions embrace racist attitudes toward Blacks, and some favor White separatism. The
neo-Confederate movement includes a number of organizations that generally share the
goals of preserving Confederate monuments, honoring the Confederate battle flag, and
lauding what is judged to be Southern culture. Many have close ties to the White
supremacist League of the South (LOS).
3. Black Separatist Typically oppose integration and racial intermarriage; want separate
institutions or even a separate nation for Blacks. Most forms of Black separatism are
strongly anti-White and anti-Semitic, and a number of religious versions assert that
Blacks are the Biblical chosen people of God. Other groups espousing the same beliefs
would be considered racist. The same criteria should be applied to all groups, regardless
of color.
4. Ku Klux Klan Primarily against Black Americans, its members have also attacked
Jews, immigrants, and Catholics. It typically sees itself as a Christian organization
fighting for civil rights for Whites and is historically violent as a vigilante group. With
its long history of violence, the KKK is the most infamous and oldest of American hate
groups.
5. Neo-Nazi Share a hatred for Jews and a love for Adolf Hitler and Nazi Germany; also
hate other minorities and homosexuals; believe in Christian White supremacy. While its
roots are in Europe, the links with American neo-Nazi groups are strong and growing
stronger.
a. Racist Skinheads Typically form a violent element of the White supremacist
movement and have often been referred to as the shock troops of the hoped-for
revolution. The classic skinhead look is a shaved head, black Doc Martens boots,
jeans with suspenders, and an array of typically racist tattoos. A prominent racist
skinhead term is 14/88. The 14 stands for the 14 words slogan coined by David
Lane, who is serving a 190-year sentence for his part in the assassination of a Jewish
talk show host: We must secure the existence of our people and a future for White
children. The 88 means Heil Hitler, as H is the eighth letter of the alphabet.
6. White Nationalists Espouse White supremacist or White separatist ideologies, they
often focus on the alleged inferiority of non-Whites. Groups listed in a variety of other
categories (e.g., Ku Klux Klan, neo-Confederate, neo-Nazi, racist skinhead, etc.) could
also be fairly described as White nationalists.
7. Hate Symbols
a. As an EOA, it is important that you are knowledgeable of and alert to the symbols,
logos, and tattoos that extremist groups use to identify themselves and their group
Extremism
January 2013
affiliation. Being aware of these symbols and what they mean can assist you in
combating extremism in the military.
b. While some people may use or display extremist symbols in ignorance, extremists use
these symbols to display a sense of power and belonging. Symbols are also a quick
way of identifying others who share their beliefs.
c. Additional information about hate groups and extremist symbols can be found in your
student guide and on the Internet. The Anti-Defamation League (ADL) maintains a
database of hate group symbols. As an EOA, you should familiarize yourself with the
symbols of hate; learn to recognize the symbols and what they mean so you are better
prepared to support the military standards of conduct and eliminate extremism in the
military.
C. Extremists Traits
1. What type of person belongs to an extremist group or follows an extremist ideology?
The terms extremism or extremist are almost always applied by others to a group rather
than by a group labeling itself. People within an extremist group will deny that they
practice or advocate violence; instead they would more likely call themselves political
radicals.
2. According to George and Wilcox, there are a number of specific traits or behaviors that
tend to represent the extremist style. As a caution, we are all fallible human beings, and
some of us may resort to these behaviors from time to time without bad intentions. With
extremists, these lapses are not occasional; rather, they are habitual and a strongly
established part of an extremists character.
a. Character assassination
Extremists often attack the character of an opponent rather than deal with the facts or
issues raised. They will question motives, qualifications, past associations, alleged
values, personality, looks, and mental health as a diversion from the issues under
consideration.
b. Name calling and labeling
Extremists are quick to resort to taunts (e.g., pervert, racist, and crackpot) to label and
condemn opponents and to divert others from listening to their arguments.
c. Irresponsive sweeping generalizations
Extremists tend to make sweeping claims or judgments with little to no evidence,
often confusing similarity with sameness. That is, they assume that because two or
more things are alike in some respects that they are alike in all respects.
d. Inadequate proof behind assertions
Extremists tend to be very fuzzy about what constitutes proof for their assertions and
tend to get caught up in logical fallacies where they assume that a prior event explains
Extremism
January 2013
Extremism
January 2013
k. Belief that its okay to do bad things in the service of a good cause
Extremists may deliberately lie or otherwise distort, misquote, slander, defame, or
libel their opponents and/or critics; engage in censorship or repression; or undertake
violence in special cases. This is done with little or no remorse as long as it is in the
service of defeating the Communists, Fascists, or whomever. Defeating an enemy
becomes an all-encompassing goal to which other values are subordinate. With
extremists, the end justifies the means.
l. Tendency to personalize hostility
Extremists often wish for the personal bad fortune of their enemies and celebrate
when it occurs. When a critic or an adversary dies or has a serious illness, a bad
accident, or personal legal problems, extremists often rejoice and chortle about how
he or she deserved it. For example, right-wing extremists celebrated the assassination
of Martin Luther King, Jr., and leftists agonized because George Wallace survived an
assassination attempt. In each instance, their hatred was not only directed against
ideas, but also against individual human beings.
m. Emphasis on emotional responses, less so on reasoning and logical analysis
Extremists have an unspoken reverence for propaganda, which they may call
education or consciousness-raising. Symbolism plays an exaggerated role in their
thinking, and they tend to think imprecisely and metaphorically. Effective extremists
tend to be effective propagandists. Propaganda differs from education in that the
former teaches one what to think, and the latter teaches one how to think clearly.
n. Hypersensitivity and vigilance
Extremists perceive hostile innuendo in even casual and innocuous comments,
imagine rejection and antagonism concealed in honest disagreement and dissent, and
see latent subversion, anti-Semitism, perversion, racism, disloyalty, and so on in
innocent gestures and ambiguous behaviors. Although few extremists are actually
clinically paranoid, many of them adopt a paranoid style with its attendant projective
mechanisms, hostility, and distrust.
o. Use of supernatural rationales for beliefs and actions
Some extremists, particularly those involved in cults and religious movements, claim
some kind of supernatural rationale for their beliefs and actions; their movement or
cause, they believe, is ordained or looked upon favorably by God.
p. Advocacy of double standards
Extremists generally tend to judge themselves or their interest group in terms of their
intentions, which they tend to view generously, and their critics and opponents by
their acts, which they tend to view very critically. They would like you to accept
their assertions on faith, but they demand proof for yours.
Extremism
January 2013
D. Extremist Ideologies
1. Introduction
As noted, an ideology is a set of political beliefs about the nature of people and
society. People who are committed to an ideology seek not only to persuade but to
recruit others to their belief. In U.S. history, there are many examples of extremist
ideologies and movements. The colonists who sought to free themselves from British
rule and the Confederate states who sought to secede from the Northern states are just
two examples.
2. Ideologies
a. Nationalism The policy of asserting that the interests of ones own nation are
separate from the interests of other nations or the common interest of all nations.
Many nationalist groups take it a step further and believe that their national culture
and interests are superior to any other national group.
b. Supremacy The belief that ones race or ethnicity is superior to all others and
should dominate society. Supremacy, as with racial supremacies in general, has
frequently resulted in anti-Black and anti-Semitic violence.
c. Separatism Setting oneself or others apart based on culture, ethnicity, race, or
religion.
d. Anarchism A political ideology that considers the state to be unnecessary, harmful,
or undesirable. National anarchists appeal to youths in part by avoiding the trappings
of skinhead culturelight jackets, shaved heads, and combat bootsin favor of
hooded sweatshirts and bandanas. They act the part of stereotypical anarchists as
envisioned by most Americans outside of far-left circles: black-clad protesters
wreaking havoc at political conventions and anti-globalization rallies.
e. Religion Extremist ideology based on intolerance toward other religions. AntiSemitism is a prime example of this ideology.
f. Eco-Warriors Environmental activists who take action to fight against the
exploitation of the environment and/or animals. An eco-warrior can be someone nonconfrontational, such as a tree-sitter, or someone who engages in direct action.
Extremism
January 2013
3. Historical events
a. Jewish Holocaust In 1933, after years of struggle and repeatedly blaming Jews for
Germanys defeat in World War I, Adolf Hitler and his Nazi followers came to
power. The genocide of European Jews and others by the Nazis during World War II
is one of the most radical examples of extremism. Concentration camps were built to
house the Jews, who were incarcerated and forced into labor. Eventually,
extermination camps were built for the sole purpose of killing the Jews, usually in gas
chambers, although some were killed in mass shootings and by other means. The
bodies were burned in crematoria and the ashes buried or scattered. Over 6 million
Jews were killed in the Holocaust. This reign of anti-Semitism finally crashed with
the suicide death of Adolf Hitler; 22 surviving top Nazis were charged with crimes
against humanity. The extremist ideologies of supremacy, nationalism, and religion
apply to this event.
b. Cambodia Genocide In April of 1975, Pol Pot, once leader of the Cambodian
Communist Party, effectively seized control of Cambodia by marching into Phnom
Penh. Once in power, Pol Pot expelled all foreigners and began a systematic effort to
purify the country. Millions of Cambodians were forced to work in the fields, where
they began dying from overwork, malnutrition, and disease. Individuals accused of
treason, along with their families, were brought to S-21, a prison where they were
photographed, tortured until they confessed, and executed. Of the 14,200 people
imprisoned at S-21, only 7 are known to have survived. After Phnom Penh was
liberated by the Vietnamese Army in 1979, S-21 was converted to the Tuol Sleng
Museum of Genocide. The extremist ideologies of supremacy, separatism, and
nationalism apply to this event.
c. Sudan Holocaust Since 1983, the Northern fundamentalist Muslim government of
Khartoum, the capital of Sudan, has been waging war against the mostly Christian
South. The northern government has been killing, displacing, and enslaving the
African Christians. Over 1.9 million civilians have died, and over 4 million have
been forced to flee their homes. The victims are Christians, moderate Muslims, and
African traditionalists who refuse to accept the Sudan governments policies of Arab
control and conformity to Islamic rules and laws. The extremist ideologies of
supremacy, nationalism, and religion apply to this event.
d. Oklahoma City Bombing On April 19, 1995, a massive truck bomb exploded
outside the Alfred P. Murrah Federal Building in Oklahoma City, killing 168 people,
including 19 children, and injuring over 500 others. Timothy McVeigh was
convicted for this crime, putting a spotlight on a militia movement seeking to retaliate
against the U.S. government for its handling of the Seventh-Day Adventist cult near
Waco, Texas. The extremist ideology of anarchism applies to this event.
Extremism
January 2013
e. Tokyo Subway Gas Attacks On March 20, 1995, the group Aum Shinrikyo
(Supreme Truth) attacked Tokyos subways with sarin gas, killing 12 and injuring
more than 5,000. This attack has the distinction of being the worlds first mass-scale
chemical terrorist attack.
f. 9-11 On September 11, 2001, a series of coordinated attacks on America by alQaeda followers who hijacked planes and crashed them into the Twin Towers of the
World Trade Center and the Pentagon left 2,974 people dead. A fourth plane destined
for Washington D.C. was taken over by passengers and crew members who willingly
sacrificed their lives in order to divert the attack.
E. Recruiting Motives
1. Introduction
The standard hate message has not changed, but it has been packaged differently.
Modern extremist groups run the gamut from the politically astute and subtle to the
openly violent.
2. Recruiting Motives
a. Military personnel, public officials, and law enforcement officers are actively sought
by extremist groups. Extremist leaders seek to recruit members with military
experience to exploit their:
Discipline.
Knowledge of firearms and explosives.
Tactical skills.
Access to weapons and intelligence.
b. In addition, members of extremist groups like the neo-Nazis are joining the military,
not to serve their country, but to receive trainingspecifically with regards to
discipline and tactical skillsand to learn how to better defend themselves and their
ideals.
c. Young extremists are encouraged by leaders to enlist in the military to gain access to
weapons, training, and other military personnel. Some extremist groups even provide
advice to their members on how to respond to questions from military recruiters.
d. Military members are trained to be proficient with weapons, combat tactics, and
explosives, to train others in their use, and to operate in a highly disciplined culture
that is focused on the organized violence of war. This is why military extremists
Extremism
January 2013
present an elevated threat to public safety. Even the nonviolent activities of military
personnel with extremist tendencies (e.g., possessing literature, researching
information via computer) can have detrimental consequences for the good order,
discipline, readiness, and cohesion of military units.
F. Strategies to Combat Extremism
1. Introduction
It is the responsibility of each and every military member to help combat extremism
in the military.
Each member should examine how his or her action or inaction can affect mission
accomplishment. Just the presence of a member with extremist views can have an
adverse impact on the performance of a unit. Other members who oppose or disagree
with the extremist views may say or do nothing because they fear damaging the units
cohesiveness.
Extremists views divide the unit into opposing factions, and the team concept
required for mission accomplishment is lost.
2. Strategies
a. Extremism is prohibited in the military in accordance with DoDD 1325.6. Combating
extremism in the military begins with the individual. Each person should:
b. As an EOA, you should be vigilant to the signs of extremism by paying attention to:
Surreptitious meetings.
Off-duty clothing (e.g., skinhead dress, extremist tattoos).
Music selections and reading materials.
Extremist graffiti or symbols in personal and common areas.
Educate and counsel unit members on the incompatibility of military service with
extremist views.
Be aware of unit members beliefs.
Be alert for indicators of extremist ties, views, or behaviors.
Extremism
January 2013
SUMMARY
As an EOA, it is important to understand and recognize extremism. While extremist groups may
seek to join the military and to recruit military members to their causes, military members must
reject participation in organizations that promote supremacist causes. Knowing about extremist
groups will help you combat extremism in the military.
This lesson was designed to increase the students understanding of extremist groups and
organizations, enhancing their knowledge, thus preparing them as EOAs to deal with extremist
identification and issues.
The following topics were covered in this lesson:
Extremism
January 2013
STUDENT NOTES
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Extremism
January 2013
EQUAL OPPORTUNITY
HUMAN RELATIONS EDUCATION
FIRST DUTY STATION TRAINING
Objective 1 of 4
Recognize EEO statutes, DOD, AF, and
local EO policies
Objective 2 of 4
Identify and recognize the forms of
unlawful discrimination and sexual
harassment
Objective 3 of 4
Recall EO complaint process
Objective 4 of 4
Define and Discuss Roles and
Responsibilities
Equal Opportunity
Main Point 1 of 4
EEO Statutes and EO
Policy Guidance
Title VII
Age Discrimination in
Employment Act of 1967 (ADEA)
Obtained by Judicial Watch, Inc. via FOIA
DoD Policy
AF Policy
Local Policy
No Fear Act
Diversity
Equal Opportunity
Main Point 2 of 4
Unlawful Discrimination
Sexual Harassment
Unlawful
Discrimination
Any unlawful action or employment
practice that denies equal opportunity
to persons or groups based on their
race, color, religion, national origin,
sex, in addition to age, disability, or
genetic information for DoD civilian
employees.
Prejudice
An adverse opinion or judgment
formed beforehand or without
full knowledge or complete
examination of the facts.
(Websters)
Origins of prejudice include:
Parents/family
Friends/peers
Life experiences
Media
Stereotypes
Examples of Unlawful
Discrimination
Obtained by Judicial Watch, Inc. via FOIA
Sexual Harassment
A form of sex discrimination that involves unwelcome
sexual advances, requests for sexual favors, and other
verbal or physical conduct of a sexual nature when . . .
Submission to such conduct is made either explicitly or implicitly a
term or condition of a persons job pay or career (quid pro quo)
Submission to or rejection of such conduct by a person is used as a
basis for a career or employment decisions affecting that person
(quid pro quo)
Such conduct has the purpose or effect of unreasonably interfering
with an individuals work performance or creates an intimidating,
hostile, or offensive work environment
Sexual Harassment
Examples of Sexually Harassing Behaviors
Verbal
Sexual comments about a persons
clothing, body, or sexual activities
Asking about a persons sex life,
fantasies, preferences, or history
Whistles and catcalls
Repeatedly asking someone on a
date
Physical
Standing close to or brushing a
persons body
Touching a persons hair or body
Hugging, kissing, patting, stroking
Touching, pinching, bumping,
cornering
Non-Verbal
Staring or leering
Displaying sexually suggestive
material
Sexually oriented entertainment
Sexually suggestive gestures
with hands or body
Equal Opportunity
Main Point 3 of 4
EO Complaints
Military Complaints
Civilian Complaints
Equal Opportunity
Main Point 4 of 4
Roles and Responsibilities
Personal Responsibility
Set positive example on/off duty
Confront inappropriate behavior
Clarify perception vs. fact
Use chain of command
Notify within specified timelines
Objective 1 of 4
Recognize EEO statutes, DOD, AF, and
local EO policies
Objective 2 of 4
Identify and recognize the forms of
unlawful discrimination and sexual
harassment
Objective 3 of 4
Recall EO complaint process
Objective 4 of 4
Define and Discuss Roles and
Responsibilities
EQUAL OPPORTUNITY
HUMAN RELATIONS EDUCATION
FIRST DUTY STATION TRAINING
LESSON PLAN
PART I
SYNOPSIS
Note: Instructor will personalize, but will not delete content of the master lesson plan
INSTRUCTOR NAME:____________________________
10 Min
30 Min
10 Min
Break
MP II cont. Identify and recognize the forms of
unlawful discrimination and sexual harassment
40 Min
10 Min
Break
MP III. Recall EO complaint processes
20 Min
20 Min
Conclusion
5 Min
Total Time
2.5 Hours
LESSON PLAN
Part II
Lesson Development
INTRODUCTION
(Instructor Developed)
ATTENTION:
MOTIVATION:
OVERVIEW:
TRANSITION:
BODY
MP I: EEO STATUTES AND EO
POLICY GUIDANCE
LEVEL: K
MEAS: Q
TIME: 10 Min
F. Local Policy
Instructor Note: Discuss Local Policy(ies)
I. Diversity
Express the following: Diversity in the Air Force is broadly defined as a composite of
individual characteristics, experiences, and abilities consistent with the Air Force Core Values
and the Air Force Mission. Air Force Diversity includes, but is not limited to, personal life
experiences, geographic background, socioeconomic background, cultural knowledge,
LEVEL: K
MEAS: Q
TIME: 90 Min
Instructor Note: Instructors MUST utilize a minimum of two scenarios and/or role play
exercises during MP II (See attachment 1 for examples). One MUST be an example of
unlawful discrimination and the other MUST be an example of sexual harassment.
A. Unlawful Discrimination
Express the following: Unlawful discrimination (Military): Any unlawful action that denies
equal opportunity to persons or groups based on their race, color, religion, national origin, or sex.
(AFI 36-2706)
Express the following: Discrimination (Civilian): An unlawful employment practice that
occurs when an employer fails or refuses to hire or promote, discharges, or otherwise
discriminates against any individual with respect to compensation, terms, conditions, or
privileges of employment because of race, color, religion, sex, national origin, age, reprisal,
physical or mental disability, or genetic information. (AFI 36-2706)
Parents/family
Friends/peers
Media
Life experiences
D. Religious Accommodation
Express the following: It is DOD policy that requests for accommodation of religious practices
should be approved by commanders when accommodation will not have an adverse impact on
military readiness, unit cohesion, standards, or discipline. (DODD 1300.17)
Civilians: Federal law requires an agency to accommodate employees exercise of their religion
unless such accommodation would impose an undue hardship on the conduct of the agencys
operations. (Title VII)
Express the following: Committed to upholding the safeguards of Title VII, DOD and civilian
policies promote work environments free from unlawful discrimination based on religion.
Accommodation of a members religious practices cannot be guaranteed at all times but must at
times yield to matters of military necessity. Determination of necessity rests with the
commanding officer.
Determinations regarding religious accommodation requests must be made based on reason,
policy, doctrine, and law, not religious prejudice or ignorance of religious diversity within the
DOD.
Instructor Note: Give examples of religious accommodation vs. religious discrimination i.e.
Worship and holidays, Medical treatment ( waivers of immunization, waivers of DNA
samples), drugs in sacramental usage, religious apparel; dress and appearance as forms of
religious expression
E. Sexual Harassment
Express the following: According to the Equal Employment Opportunity Commission (EEOC)
and Department of Defense Directive (DODD) 1350.2, sexual harassment is defined as a form of
sex discrimination that involves unwelcome sexual advances, requests for sexual favors, and
other verbal or physical conduct of a sexual nature when...
3. Physical
a) Standing close to or brushing against a person
b) Touching a persons clothing, hair, or body
c) Hugging, kissing, patting, or stroking
d) Touching, pinching, bumping, or cornering
Express the following: These behaviors may offend third parties, even though they may not
be directly engaged in the discussion.
Express the following: There is a fine line between sexual harassment and sexual assault. You
already know the definition of sexual harassment, here is the definition of sexual assault. Sexual
assault is intentional sexual contact, characterized by use of force, physical threat, or abuse of
authority or when the victim does not or cannot consent. The mention of this definition is to
quickly show the difference between harassment and assault. If you have other questions about
sexual assault, please contact the local Sexual Assault Response Coordinator (SARC).
TRANSITION:
MP III: EO COMPLAINTS
LEVEL: K
MEAS: Q
TIME: 20 Min
A. Military Complaints
Express the following: Members are encouraged to use the chain of command to identify and
correct unlawful discriminatory practices. This includes processing and resolving complaints of
unlawful discrimination and sexual harassment. The chain of command is responsible for
creating an environment free from unlawful discrimination and sexual harassment. Two options
are available:
1.
Informal: The individual may resolve the complaint on his/her own, request
intervention from a co-worker, use the chain of command, or use the Alternate
Dispute Resolution (ADR). ADR (Facilitation) may be used to facilitate
communications between the disputants and may lead to the early resolution of
informal cases.
2.
Formal: Complaint is filed and addressed by the EO office. The complainant has 60
days from the time the alleged behavior occurred to file a formal complaint. The
complainant must provide extenuating circumstances if they exceed this timeframe.
The EO office conducts a complaint clarification to determine whether a formal EO
complaint is supported by a preponderance of the credible evidence. The complaint
clarification process includes interviewing or taking statements from persons
(complainant, witnesses, and alleged offender) who may have information relevant to
the complaint and gathering data from records or reports. ADR (Facilitation) may
used to facilitate communications between the disputants and may lead to the early
resolution of formal cases.
B. Civilian Complaints
Express the following: DoD civilians must contact an EO Specialist within 45 calendar days
from the alleged incident or when they became aware of the discrimination. (29 CFR 1614.105)
This allows the EO Specialist to try and resolve the complaint at the lowest possible level.
1. Informal: EO attempts to resolve complaint at the lowest level. The EO Specialist is a
neutral party and is not an advocate to the complainant or to management. Attempts
resolution, to include the use of ADR, based on complainant remedies. The EO
Counselor has 30 days to complete the informal process unless the complainant
extends the time.
2. If the EO Specialist cannot resolve the complaint at the informal stage, the
complainant (aggrieved) has the right to file a formal complaint. The complaint must
be filed in writing within 15 calendar days of the Notice of Right to File.
3. The complaint will be investigated by Investigative Resolution Division (IRD). The
IRD investigates Equal Employment Opportunity (EEO) discrimination complaints
for Department of Defense (DoD) agencies. They are conducted at the request of the
agency after an EEO complaint has been accepted for investigation by the agency.
The Air Force Civilian Appellate Review Office (AFCARO) will make a
determination of whether or not discrimination has occurred if the complainant has
not requested a hearing. The formal EEO complaint process up to this point can take
up 180 days. Both the agency and the complainant have appeal rights on the decision
and ultimately the complainant can file in U.S. District Court.
Instructor Note: Provide local complaint trend data.
TRANSITION:
LEVEL: K
MEAS:
TIME: 20 Min
Instructor Note: Briefly explain how roles and responsibilities are applicable to everyone to
ensuring a positive human relations climate.
TRANSITION:
CONCLUSION
SUMMARY:
RE-MOTIVATION:
CLOSURE:
LESSON PLAN
PART III
EVALUATION
1. Guided Discussion
2. Questioning
3. Scenario Based Training
4. Critique
LESSON PLAN
PART IV
RELATED MATERIALS
1. EO Program Guide
2. Instructional Aids (Slides, PowerPoint, video, etc.)
Attachment 1 (Scenarios)
Scenario: Religion
A SSgt notices a ring that his Airman subordinate is wearing. The ring is pewter with various
symbols and writing with a red stone on the top. The SSgt asks the Airman what the symbols
and writing mean. The Airman explains to the SSgt he and his girlfriend just got engaged, they
are both members of the Church of Satan, and that it is customary to give each other the rings.
The SSgt begins to make comments that the Airman drinks blood, kills babies, and sacrifices
animals and that he cant believe the AF would allow someone like him to wear the uniform.
The SSgt yells at the Airman telling him to get out of the office and not to come back until he
gets his head on straight.
QUESTION #1: Was there an EO violation? If so, what was the violation?
QUESTION #2: What should the Airman do to address the situation?
QUESTION #3: What should the SSgt have done to question the rings meaning?
QUESTION #4: What type of impact could these types of comments have on the unit?
Attachment 2
2
Disagree
3
Neither
Agree/Disagree
4
Agree
5
Strongly Agree
1. This course provided me with a basic understanding of equal opportunity (EO) policies and guidance.
Comments: _________________________________________________________________
_________________________________________________________________________________
2. This course helped me understand the definitions of unlawful discrimination and sexual harassment.
Comments: _________________________________________________________________
_________________________________________________________________________________
3. This course helped me understand informal and formal civilian EO complaint processes.
Comments: _________________________________________________________________
_________________________________________________________________________________
4. This course helped me understand informal and formal military EO complaint processes.
Comments: _________________________________________________________________
_________________________________________________________________________________
5. This course helped me understand the roles and responsibilities relating to EO issues.
Comments: _________________________________________________________________
_________________________________________________________________________________
6. The scenarios/role plays/handouts helped reinforce my understanding of the learning objectives.
Comments: _________________________________________________________________
_________________________________________________________________________________
7. The instructor demonstrated professionalism and the needed skills to facilitate this course.
Comments: _________________________________________________________________
_________________________________________________________________________________
8. What is the MOST valuable information provided or your favorite part of this course? Why?
_________________________________________________________________________________
_________________________________________________________________________________
9. What is the LEAST valuable information provided or your least favorite part of this course? Why?
_________________________________________________________________________________
_________________________________________________________________________________
10. How can we improve the First Duty Station course? Please write comments below.
EQUAL OPPORTUNITY
Objective 1 of 4
Program overview, objectives,
scope and limitations
Objective 2 of 4
Recognize roles and
responsibilities
Objective 3 of 4
Recall EO Complaint Processes
Objective 4 of 4
Review unit trends
Equal Opportunity
Main Point 1 of 4
Program overview, objectives, scope and limitations
EO Staff Members
Program Objective
To enhance mission effectiveness by assisting
commanders at all levels with Equal
Opportunity (EO) issues and through training
by providing Human Relations Education
(HRE).
Equal Opportunity
Main Point 2 of 4
Roles and Responsibilities
Key Personnel
Support/enforce EO policy
Inform members of their right to file EO complaints
Investigate allegations of unlawful discrimination/sexual harassment
Brief alleged offenders (military) of any allegations against him/her
Protect members who file complaints from reprisal
Take appropriate corrective actions as necessary
Accommodate religious practices that will not have an adverse impact
on readiness, unit cohesion, or standards of discipline
Preserve service members right of expression to maximum extent
possible regarding hate group activities
EO Office
Equal Opportunity
Main Point 3 of 4
EO Complaints
Military Complaints
Civilian Complaints
Equal Opportunity
Main Point 4 of 4
Unit and Installation Trends/Concerns
Objective 1 of 4
Program overview,
objectives, scope and
limitations
Objective 2 of 4
Recognize roles and
responsibilities
Objective 3 of 4
Recall EO Complaint
Processes
Objective 4 of 4
Review unit trends
EQUAL OPPORTUNITY
LESSON PLAN
PART I
SYNOPSIS
Note: Instructor will personalize, but will not delete any content of the master lesson plan
INSTRUCTOR NAME:___________________________
EO DIRECTOR APPROVAL: ______________________ DATE: __________
INSTRUCTIONAL METHOD:
One-on-One Discussion: 30 Minutes
LESSON EMPHASIS: This briefing should be presented by the EO Director or designee. The
purpose is to provide commanders, command chiefs, first sergeants, and other senior personnel
with information on the EO program, and roles and responsibilities. The briefing should leave a
lasting impression about the EO staffs professionalism and willingness to support the overall
unit/installation Human Relations Climate.
STRATEGY: This briefing provides the foundation for key personnel and serves as a refresher
on EO policies and procedures. The first main point highlights EO program objectives, scope
and limitations. The second main point defines responsibilities of key personnel and the EO
office. The third main point outlines avenues to address concerns of unlawful discrimination and
sexual harassment through discussion of the informal and formal complaint processes. The final
main point informs key personnel of unit, installation, and off- base trends. At the conclusion of
the briefing, key personnel will review and complete the KPB overview at attachment 1.
REQUIRED READING: None
REFERENCES:
LESSON SYLLABUS:
Cognitive Lesson Objective: Given a one-on-one discussion, key personnel will recognize that
awareness of and involvement in positive human relations is imperative to mission effectiveness.
LEVEL
MEASURE
Time
5 Min
10 Min
5 Min
5 Min
Conclusion
3 Min
Total Time
30 Min
Levels of Learning
KKnowledge
Student Measurement
Critique
LESSON PLAN
Part II
Lesson Development
INTRODUCTION
(Student Developed)
ATTENTION:
MOTIVATION:
OVERVIEW:
TRANSITION:
BODY
MP I: EO PROGRAM OVERVIEW
LEVEL: K
MEAS: C
TIME: 5 Min
A. EO Office Staff
Instructor Note: Provide current office staff and office location
B. Program Objective
Express the following: The objective of the EO program is to enhance mission effectiveness by
assisting commanders at all levels with Equal Opportunity (EO) issues and through training by
providing Human Relations Education (HRE).
MP II: RESPONSIBILITIES
LEVEL: K
MEAS: C
TIME: 10 Min
A. Key Personnel
Instructor Note: Briefly discuss the following responsibilities
1. Support and enforce EO policy.
2. Inform members of their right to file EO/EEO Informal or Formal Complaints with
the EO Office without fear of reprisal or retaliation and their right to anonymity (for
civilian complaints).
3. Ensure all personnel are free to present an EO/EEO Complaint or a Protected
Disclosure to the chain-of-command.
4. Investigate allegations of unlawful discrimination/sexual harassment promptly and
fairly. Provide the EO Director with a synopsis of the allegation(s), participant names
and demographics, and any corrective action(s) taken (Commander Worked Issues).
5. Brief/Counsel alleged offender of the allegations against him/her and the final
outcome. (military complaints)
6. Protect members who file an EO/EEO Complaint from reprisal or retaliation.
7. Take appropriate corrective/disciplinary actions to end unlawful discrimination and
sexual harassment.
8. Accommodate religious practices when accommodation will not have an adverse
impact on military readiness, unit cohesion, standards of discipline. (DODD 1300.17)
9. Preserve service members right of expression to the maximum extent possible,
consistent with good order, discipline, and national security regarding participation in
hate group activities. (AFI 51-903)
Express the following: The installation commander/center director reviews all EO/EEO cases
on a monthly basis for consistent enforcement, timeliness, and reprisal prevention.
B. EO Office
Instructor Note: Briefly discuss the following responsibilities
1. Clarifies EO complaints for active duty, family members and retirees. Conduct
complaint processing for DOD civilians. Conduct EOT Incident Clarifications,
Alternate Dispute Resolution (ADR), Human Relations Education and Unit Climate
Assessments.
2. Maintains close liaison with on and off base agencies, establishments, advisory
councils, and special emphasis groups.
TRANSITION:
MP III: EO COMPLAINTS
LEVEL: K
MEAS: C
TIME: 5 Min
A. Military Complaints
Express the following: Members are encouraged to use the chain of command to identify and
correct unlawful discriminatory practices. This includes processing and resolving complaints of
unlawful discrimination and sexual harassment. The chain of command is responsible for
creating an environment free from unlawful discrimination and sexual harassment. Two options
are available:
1.
Informal: The individual may resolve the complaint on his/her own, request
intervention from a co-worker, use the chain of command, or use the Alternate
Dispute Resolution (ADR). ADR (Facilitation) may be used to facilitate
communications between the disputants and may lead to the early resolution of
informal cases.
2.
Formal: Complaint is filed and addressed by the EO office. The complainant has 60
days from the time the alleged behavior occurred to file a formal complaint. The
complainant must provide extenuating circumstances if they exceed this timeframe.
The EO office conducts a complaint clarification to determine whether a formal EO
complaint is supported by a preponderance of the credible evidence. The complaint
clarification process includes interviewing or taking statements from persons
(complainant, witnesses, and alleged offender) who may have information relevant to
the complaint and gathering data from records or reports. ADR (Facilitation) may
used to facilitate communications between the disputants and may lead to the early
resolution of formal cases.
B. Civilian Complaints
Express the following: A federal employee or applicant who believes that s/he has been
discriminated against on the basis of race, color, religion, sex, national origin, age (40 years or
older), disability (mental or physical), genetic information, or who believes that s/he has been
subjected to harassment (sexual or non sexual) or retaliated against for opposing discrimination
or for participating in the complaint process. These individuals can file an informal complaint of
discrimination. The aggrieved must contact an EO Counselor within 45 calendar days from the
alleged incident or when they became aware of the discrimination. (29 CFR 1614.105) This
allows the EO Counselor to try and resolve the complaint at the lowest possible level.
1. Informal: EO attempts to resolve complaint at the lowest level. The EO Specialist is a
neutral party and is not an advocate to the complainant or to management. Attempts
at resolution include the use of ADR, based on complainant remedies. The EO
Counselor has 30 days to complete the informal process unless the complainant
extends the time.
2. If the EO Specialist cannot resolve the complaint at the informal stage, the
complainant (aggrieved) has the right to file a formal complaint. The complaint must
be filed in writing within 15 calendar days of the Notice of Right to File.
3. The complaint will be investigated by Investigative Resolution Division (IRD). The
IRD investigates Equal Employment Opportunity (EEO) discrimination complaints
for Department of Defense (DoD) agencies. They are conducted at the request of the
agency after an EEO complaint has been accepted for investigation by the agency.
The Air Force Civilian Appellate Review Office (AFCARO) will make a
determination of whether or not discrimination has occurred if the complainant has
not requested a hearing. The formal EEO complaint process up to this point can take
up 180 days. Both the agency and the complainant have appeal rights on the decision
and ultimately the complainant can file in U.S. District Court.
Reemphasize the following: In order for the complaint to be processed at the formal stage, the
initial contact must be within 45 calendar days of the date of the matter alleged to be
discriminatory or, in the case of a personnel action, within 45 calendar days of the effective date
or when s/he becomes aware of the personnel action. The 45-day time limit may be extended for
reasons outlined in 29 C.F.R. Section 1614.105(a). To be deemed as initiating contact, the
aggrieved person must state a basis (one of the Title VII categories) of his/her claim and an
action must have occurred. For example, if there is a proposed action Proposed letter of
counseling issued to the aggrieved but no action has been taken, then the complaint may be
dismissed based on an action that has not occurred, unless the action is part of a pattern of
continuing harassment.
Express the following: Formal Complaint processing takes 1-5 years. Therefore, ADR is
strongly encouraged by the Air Force. It is always the goal of the EO office to restore the work
environment to mission readiness. This is beneficial to all parties.
TRANSITION:
LEVEL: K
MEAS: C
TIME: 5 Min
Instructor Note: Provide unit and/or local complaint trend data (military and civilian) and
most recent UCA data/information, Out & About information, EOTI information if
applicable.
Instructor Note: Provide local off-base trends i.e. hate group activity, off-limits areas
TRANSITION:
CONCLUSION
(Instructor Developed)
SUMMARY:
RE-MOTIVATION:
CLOSURE:
LESSON PLAN
PART III
EVALUATION
1. Critique
LESSON PLAN
PART IV
RELATED MATERIALS
Attachment 1
KPB OUTLINE
EO PROGRAM OVERVIEW
- Staff members
- Improve mission effectiveness
- Inform commanders/center directors of problems affecting members behavior, health, duty
performance, or mission.
RESPONSIBILITIES
Commanders
- Supports and enforces EO policy
- Informs unit members of their right to file EO complaints without fear of reprisal.
- Informs unit members, through briefings and EO supplemental policy guidance that the Air Force will
not tolerate unlawful discrimination and sexual harassment.
- Informs unit members that commanders and supervisors will take appropriate disciplinary and corrective
action when unlawful discrimination or sexual harassment occurs.
- Ensures every effort is made to protect the complainants identity when a formal EO complaint (military
or civilian) is filed with the EO office.
- Ensures the alleged offender is briefed on the outcome of the Military EO case when the case is closed
and advises the alleged offender of their right to appeal the outcome in this case. Notifies the EO
office of the date the member was briefed.
- Investigates allegations of unlawful discrimination or sexual harassment when the complainant has
elected not to file an unlawful discrimination complaint with the EO office (commander worked issue)
- Will not investigate allegations of unlawful discrimination or sexual harassment when the
complainant has filed a formal Military EO complaint with the EO office. Will investigate Civilian EO
sexual harassment complaints IAW 10 U.S.C. 1561.
- Provides the EO office with a written memorandum regarding substantiated or unsubstantiated issues
when handled within the unit, including CDIs
- Ensures rating officials evaluate compliance with EO directives and document repeated or serious
violations IAW AFI 36-2406
- Ensures membership in groups espousing supremacist causes or advocating unlawful discrimination or
sexual harassment is considered when evaluating and assigning members
- Accomplishes UCAs every two years or upon request (including special requests made by the IC/Center
Director)
EO Office
- Processes informal and formal MEO/EEO complaints
- Maintain close liaison with on/off base agencies i.e. IG, SFS, special emphasis groups
- Serves as subject matter expert of IG investigations involving unlawful discrimination or sexual
harassment
- Assists commanders in developing EO policy letters
- Apprises commanders of unlawful discrimination/sexual harassment when no complaint has been filed
EO COMPLAINTS
- Formal and Informal (Military)
- Pre-complaint and Formal (Civilian)
- Timelines
UNIT AND INSTALLATION TRENDS/CONCERNS
- Unit complaint trends
________________________
Date
__________________________
Signature
________________________
EO Director or Designatee
__________________________
Organization/Office Symbol
________________________
Date Assumed Position
This document contains Personal Data, which shall be safeguard pursuant to the Privacy Act of 1974. This information will only be released to
authorize personnel with Need to Know, for Official Use Only, stored in a secure area when not in use, and destroyed by shredding when
obsolete or no longer needed.
PERSONAL DATA
Privacy Act of 1974
(5 U.S.C. 552a)
2
Disagree
3
Neither
Agree/Disagree
4
Agree
5
Strongly Agree
1. This course provided me with a basic understanding of equal opportunity (EO) program objectives.
Comments: _________________________________________________________________
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2. This course helped me understand the scope and limitations of the EO program.
Comments: _________________________________________________________________
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3. This course helped me recall and understand the informal & formal civilian EO complaint processes.
Comments: _________________________________________________________________
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4. This course helped me recall and understand the informal & formal military EO complaint processes.
Comments: _________________________________________________________________
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5. This course helped me understand my roles & responsibilities related to the EO program.
Comments: _________________________________________________________________
_________________________________________________________________________________
6. The briefer demonstrated professionalism and the needed skills to facilitate this course.
Comments: _________________________________________________________________
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7. What is the MOST valuable information provided or your favorite part of this briefing? Why?
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8. What is the LEAST valuable information provided or your least favorite part of this briefing? Why?
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9. How can we improve the Key Personnel Briefing? Please write comments below.
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